Pedagogická fakulta UMB

Trvalé URI pre túto komunitu

hdl:123456789/24

Prehliadať

Teraz sa zobrazuje 1 - 20 z 216

40 rokov medzinárodného festivalu akademických speváckych zborov Akademická Banská Bystrica
(Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici, 2025) Martinka, Pavel
Publikácia prináša historiografické spracovanie medzinárodného festivalu akademických speváckych zborov Akademická Banská Bystrica. Akademická Banská Bystrica je medzinárodný súťažný festival stredoškolských a vysokoškolských speváckych zborov rôznych kategórií. Festival má dlhoročnú tradíciu od r. 1985 a poskytuje kvalitné prostredie pre stretnutie zborov a ich členov na súťažnej platforme vo vzájomnom hudobnom a umeleckom dialógu so zámerom prezentovať to najlepšie zo svojej interpretačnej skúsenosti a výmene najmodernejších trendov v oblasti prezentácie zborových diel starých majstrov i súčasných skladateľov. Hodnotenie jednotlivých umeleckých výkonov je zabezpečené odbornosťou medzinárodnej poroty pozostávajúcej z významných osobností hudobného života na nadnárodnej úrovni.
A self-evaluation of pre-school education institutions with an emphasis on the level of their inclusivity
(Vilnius University, 2024) Šilonová, Viera; Klein, Vladimír; Rochovská, Ivana
The research is focused on the self-evaluation of pre-school education institutions with an emphasis on the level of their inclusivity. The aim of the research was to verify the degree of inclusive direction of preschool education institutions in the context of the Index for Inclusion within selected localities through their self-evaluation. A questionnaire was created for pedagogical and professional staff to measure the level of inclusion of pre-school education institutions. As part of the research, a self-evaluation tool was verified with a focus on measuring the level of inclusivity in selected pre-school education institutions within the Slovak Republic. After processing the input and output self-evaluation of pre-school education institutions, it was confirmed that the results from the output self-evaluation of pre-school education institutions were statistically significantly better than the results from the input self-evaluation of pre-school education institutions only in one region.
Activating methods in prevention of online risky behaviour
(Hradec Králové : Gaudeamus, 2025) Hrabovská, Zuzana
More often occurring risky online behaviour of children and youth currently represents a severe problem manifesting in excessive usage of the internet, cyberbullying, risky online sexual behaviour and many other negative manifestations. Schools play an important role in the process of solving this issue. By their competent influence, they ensure not only educational but also primary and secondary preventive process. The usage of suitable didactic methods enabling the active involvement of pupils in preventive educational process have appeared highly effective in eliminating risky online behaviour. The aim of this theoretical study is to approach the problem of risky online behaviour of children and youth, to reflect on current prevention in schools and to point out the possibilities of implementing activating didactic methods in the preventive-educational process of schools.
Active Education in Older Adults with the Use of Smart Technologies
(Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici, 2024) Šolcová, Jana; Tokovská, Miroslava; Šeben Zaťková, Tímea; Doktorová, Dominika; Hosťovecký, Marián; Jurinová, Jana; Michvocíková, Veronika; Ölvecký, Miroslav; Siantová, Gabriela; Sirotová, Mariana; Šolcová, Jana (ed.); Tokovská, Miroslava (ed.); Šeben Zaťková, Tímea (ed.)
This book is an open resource textbook with the title 'Active Education in Older Adults with the Use of Smart Technologies'. This book aims to provide an overview of 'smart active ageing' for future helping professionals, as well as experts in practice súch as educators for adults and older adults, social workers and healthcare workers, within public health areas. The ambition of the authors is to strengthen professional competencies in terms of identifying educational needs, planning, implementing, and evaluating the necessary support as part of the concept of smart active ageing. A theoretical-practical approach was applied when creating the text of this textbook. Chapters within the book contaín the theoretical starting points of the relevant issue. As the result of the International project BIN SGS02_2021_002 'University Enhancing the Smart Active Ageing', supported by Norway through Norway Grants, this university book was published to serve as an aid to helping professionals working with older adults in the field of education.
Adult education studies 2025
(Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici, 2026) Pavlov, Ivan (ed.)
The ambition of the collection is to contribute to the development of scientific discourse on adult education in the long term and to support the connection between theory and practice - the basic condition for the qualitative development of lifelong learning. This year's edition retains its polythematic and international character. We intended to create a space for the presentation of diverse content, but professionally coherent works that reflect current issues of adult education in various social and institutional contexts.
Adult media literacy as an andragogical issue - an overview study
(Česká andragogická společnost : Praha, 2024) Beran Sládkayová, Michaela; Krystoň, Miroslav
This paper deals with the current state of research into adult media literacy as an integral part of the theory and practice of citizenship education of adults in the context of an analysis of some key international and national strategic documents. The authors strived to identify media literacy and its elements in the selected national and international documents. The research sample consisted of 5 important strategic documents, which influence the implementation of citizenship education of adults as well as media literacy development in the adult population.
Aktivizačné metódy v praxi sociálnych pracovníčok a pracovníkov: Aktuálne trendy a inovácie v sociálnej práci
(Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici, 2024) Šolcová, Jana; Kurčíková, Katarína; Sivok, Roland; Tokovská, Miroslava
Vysokoškolská učebnica reflektuje na aktuálne potreby a zameriava sa na systematické spracovanie aktivizačných metód a terapeutických prístupov v kontexte sociálnej práce. Cieľom je poskytnúť študentom a študentkám sociálnej práce, ako aj odborníkom z praxe, komplexný teoreticko- metodologický rámec pre pochopenie a implementáciu aktivizačných prístupov v praxi. Osobitný dôraz kladieme na prepojenie teoretických východísk s praktickou aplikáciou, pričom zdôrazňujeme význam individuálneho prístupu a rešpektovania špecifických potrieb každého prijímateľa sociálnych služieb. Prostredníctvom detailne rozpracovaných metodických postupov a kazuistík poskytujeme konkrétne nástroje pre efektívnu implementáciu aktivizačných a terapeutických metód v praxi. Špecifickým prínosom učebnice je jej interdisciplinárny charakter, ktorý integruje najnovšie poznatky z oblasti sociálnej práce, psychológie, pedagogiky, zdravotníckych vied ako aj ďalších príbuzných vedných disciplín.
Aktívne starnutie s využitím inteligentných technológií v edukácii
(Univerzita sv. Cyrila a Metoda v Trnave, 2024) Šeben Zaťková, Tímea; Šolcová, Jana; Tokovská, Miroslava; Sirotová, Mariana; Jurinová, Jana; Doktorová, Dominika; Michvocíková, Veronika; Siantová, Gabriela; Hosťovecký, Marián; Ölvecký, Miroslav
Publikácia Aktívne starnutie s využitím inteligentných technológií v edukácii vo forme vysokoškolskej učebnice bola vytvorená ako metodika implementácie konceptu aktívneho inteligentného starnutia pre pomáhajúcich profesionálov, t.j. jej ambíciou je osloviť rôzne kategórie edukátorov, sociálnych pracovníkov, ale aj vysokoškolských učiteľov pripravujúcich budúcich profesionálov v týchto oblastiach, a tiež samotných vysokoškolských študentov v odboroch zameraných na prípravu pomáhajúcich profesií. Cieľom učebnice je poskytnúť prehľad o téme inteligentného aktívneho starnutia pre budúcich pomáhajúcich profesionálov ako aj odborníkov v praxi. Ambíciou vysokoškolskej učebnice je posilniť profesijné kompetencie v oblasti identifikácie vzdelávacích potrieb, plánovania, implementácie a vyhodnotenia podpory konceptu inteligentného aktívneho starnutia. Učebnica poskytuje okrem vybraných teoretických východísk problematiky aj ukážky dobrej praxe, ktoré boli implementované v procese riešenia projektu. Pri tvorbe textu vysokoškolskej učebnice bol uplatnený teoreticko-praktický prístup. Jednotlivé kapitoly obsahujú teoretické východiská príslušnej problematiky a na konci hlavných kapitol sú formulované „námety úloh a cvičení“, ktoré majú za cieľ upevniť u čitateľa preštudovanú problematiku.
Aktívny učiteľ - učiace sa dieťa. Inšpirácie pre aktívne učenie
(Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici, 2023) Čiliaková, Ružena; Doušková, Alena
Vysokoškolská učebnica rieši problematiku aktívneho procesu výučby ako základného prostriedku rozvoja osobnosti dieťaťa, pričom základným princípom vzdelávania je vlastná aktivita dieťaťa. Tá sa v procesoch výučby prejavuje iniciatívou, sebadôverou a dôverou, sebareflexiou pri poznávaní vlastných myšlienkových postupov. Ponúkame základné princípy aktívnej výučby a stratégie učenia sa, námety aktivít získavania, hodnotenia získaných informácií, spracovávania a využívania informácií v procesoch učenia sa. Učiteľ napomáha žiakovi učiť sa učiť tým, ako organizuje a riadi výučbu a aké stratégie používa. Pri učení sa žiaci používajú tie stratégie, ktoré poznajú, ktoré nadobudli v konkrétnych učebných činnostiach v škole alebo doma a tie, ktoré im najviac vyhovujú. Cieľom vysokoškolskej učebnice je inšpirovať, podnecovať k premýšľaniu, k chápaniu, k aktivite a k aplikovaniu princípov aktívneho učenia do procesov učenia v škole. Vysokoškolskú učebnicu tvoria témy. Témy sú vždy v úvode kapitoly, podkapitoly vysvetlené. Keďže základným princípom učenia sa je pre nás vlastná aktivita a angažovanosť, v publikácii je vždy priestor pre zamyslenie študenta, reflektujúce aktivity a úlohy. Pri písaní učebných textov sme sa inšpirovali najmä Pedagogikou Célestina Freineta
Ambivalent elements of social communication in social worker-client interactions
(Asociace vzdělavatelů v sociální práci : Brno, 2025) Bambúch, Filip
OBJECTIVES: This paper aims to advance the understanding of the ambivalent elements of social communication used by social workers in client interactions. THEORETICAL BASE: The theoretical framework of ambivalent elements of social communication is grounded in the scholarly knowledge of social communication, with the transactional model serving as its foundational principle. METHODS: The research was conducted using a qualitative study design, incorporating various data collection methods such as recording social worker-client interactions, making observations, and interviewing social workers. OUTCOMES: The research findings indicate that ambivalent elements of social communication are present in every interaction between social workers and clients, constituting an integral component of the communication process. These elements operate on both conscious and subconscious levels. SOCIAL WORK IMPLICATIONS: Incorporating supporting elements into communication does not inherently ensure a positive communication outcome, nor is it directly proportional to communication effectiveness. Some supporting elements of communication exhibit ambivalence. These findings carry significant implications for social work practitioners, particularly in enhancing the effectiveness of social communication, in which integration of client feedback and continuous development of communication skills serve as guiding principles. Concurrently, there is an effort to raise awareness of the ambivalent elements inherent in social communication.
Analysis of children's conceptions of concepts at the end of pre-primary education
(Institute for Promoting Research & Policy Development : Rockville, 2024) Lipnická, Milena; Vrabľová, Alena
The study presents the results of the authors' original research. The subject of the research were authentic utterances of 5-6-year-old children at the exit from compulsory pre-primary education. They represented individual conceptions of the following concepts: interview, question, poem, fairytale, book, magazine, library, letter, reading, writing, writer. The concepts were selected from the state curriculum (2016). The aim of the study was to present selected findings from research on children's conceptions of language and literary concepts. In the study, we provided answers to the research question. Which claims from psycholinguistic theories about narrower and broader conceptions of concepts are most valid in children's authentic utterances? The research strategy was quantitative. Children's authentic utterances were obtained through individual interviews. Each child answered four basic questions: what is it? What is it for? What would it be if it wasn't? How do you know that? The children's statements were content-analyzed and interpreted. The children in the research sample were dominated by narrower conceptions of linguistic and literary concepts (61%). The narrower conceptions of the concepts contained a pre-scientific concept of knowing their meaning. The content of their utterances predominantly distorted the objective meanings of the concepts. Children were less likely to interpret social interactions and least likely to use explanations of another, familiar concept. When they did explain concepts in broader terms (34%), they mainly relied on sensory experiences. Some children did not know or did not answer the questions (5%). The conducted research is a part of the VEGA 1/0505/24 project - Children's preconceptions about the phenomena of reading literacy.
Analysis of children's conceptions of reading, writing and counting
(Filodiritto Publisher : Bologna, 2025) Lipnická, Milena
The aim of this work is to describe and interpret children's ideas about the concepts of reading, writing, and arithmetic using a qualitative approach. Phenomenological analysis made it possible to identify and describe themes that are typical of ideas about the meaning of the concepts of reading, writing, and arithmetic in a selected group of children (Koutná Kostínková and Čermák, 2013). In individual interviews, eight children aged five to six answered the following questions: descriptive "What is it?", applicative "What is it for?", evaluative "What would happen if it weren't there?" and a question about the source of knowledge "How do you know that?". The questions were clarified and developed in the interviews to reveal the unique experiences of the children as much as possible (Babiaková, 2019). The transcripts of the interviews were analyzed by first formulating themes for each child individually and then for the whole group. Based on the gradual discovery of relationships and their graphical representation, groups of themes were created. The overarching themes of the concept of reading were books, fairy tales, learning, and wisdom. For the concept of writing, it was writing names and words, and for the concept of counting, it was counting something and writing numbers. Children most often associated the processes of writing, reading, and counting with family, seeking knowledge, and practical activities that use them. Conceptualizations suggest that children talked about these processes based on sensory and practical experiences (Bloom, 2015). These findings may be useful in adapting preschool education content to children's conceptual ideas, experiences, and abilities.
Analysis of science textbooks for the 3rd year of primary schools
(Vysoká škola DTI : Dubnica nad Váhom, 2025) Rochovská, Ivana
Introduction: The research analyses four science primary school textbooks designed for the 3rd grade. Methods: The textbooks were analysed using various methods and procedures. It was determined which of the examined textbooks is the most educationally effective, meaning it not only provides information from the respective field and focuses on knowledge acquisition but also develops skills and more complex abilities. A quantitative content analysis of tasks was carried out in terms of the level of cognitive processes. Results: The findings reveal a significant diversity across these aspects, with all textbooks demonstrating a high level of educational value. However, only one textbook meets the comprehensibility requirements for young learners. Discussion: Compared to past science textbooks, the educational effectiveness of current textbooks has significantly improved. Limitations: The limitations of the research include potential errors due to human factors in counting, and also the difficulty in comparing the results of this research with those from studies of foreign textbooks. Conclusions: The author recommends using these insights to develop new, higher-quality textbooks that reflect inquiry-based educational strategy.
Analysis of the educational conditions of two-year-old children in kindergartens in Slovakia: a study from teachers' perspectives
(HM Publisher : Palembang, 2024) Lipnická, Milena
The aim of the research was to find out teachers' opinions on selected conditions of upbringing and education of 2-year-old children in kindergartens in Slovakia. These may influence decisions about the admission of 2-year-old children to kindergarten and the quality of the conditions of their education. The research method was an online questionnaire, created and processed in SURVIO software. The survey was conducted in spring 2023. 594 kindergarten teachers completed the questionnaire. The results of the research showed that the family and the nursery are preferred for the upbringing and education of 2-year-old children (50.5%). If 2-year-old children are admitted to kindergarten, they must have certain prerequisites and be in a class with their peers (57.1%). They cannot wear diapers in kindergarten (79.7%) and have to cope with separation from parents (78.2%). 2-year-olds can be in kindergarten if a teacher's assistant works in the classroom (61.5%). Teachers (55.4%) do not prefer a health worker or caregiver with 2-year-olds (51%). For pedagogical work with 2-year-old children, teachers only need a secondary education (39.2%), some already have a bachelor's degree (27.2%). The results confirmed the insufficient methodological support of the issue by the state (60.5%) and the importance of the development of information and methodological material in the KEGA project No. 001UMB-4/2022. It will be used by teachers to improve the conditions for the education of two-year-old children in kindergartens in Slovakia.
Analýza dobrovoľníctva na Slovensku
(Univerzita Mateja Bela v Banskej Bystrici, Pedagogická fakulta, 2009) Brozmanová Gregorová, Alžbeta
Analýza edukačného príbehu s morálnou dilemou podľa teórie G. Linda
(Pedagogická fakulta Trnavskej univerzity v Trnave, 2024) Kaliský, Ján
Riešenie morálnych dilem má neoddeliteľné miesto v morálnej výchove. Preto jednou z dôležitých úloh učiteľa etickej výchovy nie je len rozvíjať u žiakov schopnosť kompetentne riešiť morálne dilemy, ale predovšetkým podporovať ich zručnosť porozumieť podstate morálnej dilemy. Autor sa v štúdii zameriava práve na proces vytvárania dilemického jadra príbehu s morálnym obsahom, pričom postupuje od morálneho konfliktu k morálnej dileme. Analyzuje kľúčové štruktúrne prvky, logickú a formálnu štruktúru morálnej dilemy na príklade modelového príbehu. Poukazuje na bežné chyby, ktorým by sa malo vyhnúť. Autor sa teoreticky opiera o didaktickú metódu KMDD nedávno zosnulého psychológa a neokohlbergovca G. Linda, v ktorej je príbeh s morálnou dilemou kľúčovým prvkom.
Assessment as a motivational tool in teaching Slovak to learners with a different mother tongue
(Filodiritto Publisher : Bologna, 2025) Brozmanová, Monika; Čiliaková, Ružena
In recent years, there has been a growing number of learners with a different mother tongue attending in Slovak schools. For these pupils, the Slovak language is not only a school subject but also a key means of socialization, relationship-building, and acquiring knowledge across the curriculum. This paper explores the potential of increasing the motivation of learners with a different mother tongue (particularly Roma pupils) in Slovak language and literature classes through a shift in teachers’ assessment approaches. Assessment plays a critical role in the educational process. The aim of the study was to examine how the implementation of formative verbal assessment, combined with the use of innovative teaching methods, affects students’ motivation to learn, self-confidence, and attitudes toward their own education. The change in assessment approach was carried out through an intervention program designed for teaching Slovak language and literature in the second grade of primary school. Pupils worked on differentiated project-based tasks and were assessed individually, with emphasis placed on their progress and personal development. The study followed an action research methodology. Pre-test and post-test phases employed a combination of a didactic test, semi-structured interview, and unstructured observation. The collected data were analyzed using qualitative content analysis. The use of triangulation subsequently enabled a comparison of perspectives on student assessment in Slovak language and literature across three stakeholder groups – students, parents, and the teacher. The findings suggest that positive feedback and an emphasis on individual progress enhance pupils’ sense of competence and confidence. Reducing the stress associated with assessment positively influences pupils’ willingness to engage in classroom activities and communicate in Slovak. Parents observed a shift in their children’s attitudes towards learning, particularly a reduction in fear of failure. The teacher reported improvements in interaction with pupils and in their ability to work both independently and collaboratively. The pilot-tested procedures will be part of a more extensive research study in this field. It highlights the importance of parent collaboration in heterogeneous classrooms and emphasizes formative assessment as a key tool in inclusive education.
Basic skills of self-learning and self-directed learning
(Česká andragogická společnost : Praha, 2025) Temiaková, Dominika
The theoretical study discusses the concepts of self-learning, self-directed learning, and autodidacticism and the differences between them. Based on the reports of the World Economic Forum (2023, 2024), humanity faces an unstable and constantly changing world in the form of risks that can be faced through Education 4.0. However, this new approach to lifelong learning requires a new perspective on competencies, including self-learning competencies, which are becoming essential. The topic of self-learning and self-directed learning thus comes to the forefront of interest and requires new research both among students and adults.
Between therapy, activism, and profession: Bertha Pappenheim's contribution to the formation of modern social work
(International Organization Of Scientific Research : Gurugram, 2025) Jusko, Peter
This study analyzes the life and work of Bertha Pappenheim (1859–1936) as a significant figure in shaping the early contours of social work. The aim is to evaluate how her work – rooted in personal experience, ethical principles, and a gender-sensitive approach – resonates with contemporary concepts of social work as a profession that provides help. Based on biographical, historical, and professional sources, we have identified key aspects of her approach, including working with marginalized women, building community networks, cultural sensitivity, an emphasis on client autonomy, and a determination to change social inequalities. Of particular importance is the analysis of Pappenheim as a precursor to contemporary approaches, including intersectionality, trauma-informed care, empowerment, and community development. The results demonstrate that her life's work has enduring significance for reflection on professional identity, ethics, and practice in contemporary social work. Pappenheim thus represents a historical but also living model of value-based, critically oriented, and inclusive social work.
Building a classroom community in primary education: findings from student observations
(Wydawnictwo Adam Marszałek : Toruń, 2025) Čiliaková, Ružena; Babiaková, Simoneta
The study examines how the length of teaching experience and the type of school influence primary teachers’ pedagogical approaches to building a classroom community. Results of observed teachers’ professional activities related to developing pupils’ accepting behaviour, discipline, cooperation and self-assessment are presented on a sample of 137 primary teachers. A quantitative investigation with a structured observation method was used. Differences between teachers by school type were tested with the Mann-Whitney U-test and differences by length of teaching experience with the Kruskal-Wallis test. Results indicate that the school type and partly also the length of experience influence pedagogical approaches to purposeful building of a classroom community, which may have significant implications for teachers’ professional development.

Prehliadať

Prehliadanie Pedagogická fakulta UMB podľa Názov

Výsledky na stránku

Možnosti zoradenia